Author: trinityvasquez

Peer pressure is a universal influence due to the common denominator, friendships. Peer pressure is pressure from peers to behave in way or not to behave in certain ways and it is almost  universally recognised as one of the dominant characteristics of adolescents (Murugesan, Lazmey, 2019).

This project aimed to investigate whether the BCM212 cohort previously felt any external pressures from their social circles in relation to their decision making process when applying for tertiary education institutes. With our peers being such a compelling factor within individual cognition as well as being ever present throughout our youth, there is no question of the significance or relevance of this particular study.

I hypothesised that the majority of the cohort would agree that their peers influenced their decision on where they attended university. Since peer pressure is a universally experienced effect, I assumed that this particular external pressure would hold the most influential power because as a society we have grown to conform to social constructs – Friendships being the social construct examined in this particular study. This hypothesis may be further supported by journal article, The power of peer influence to address student behavioural problems (2018), which claims that friendship groups establish certain social norms which may lead to certain behaviours. These behaviours that adhere to these aforementioned social norms are commonly rewarded with expressions of support and approval, whereas behaviour that deviates from group norms may result in expressions of disapproval or rejection.

Online Survey formulation was conducted and included the application of appropriate and ethical qualitative and quantitative questions. This was a crucial component in the data collection stage as this was the only research method being conducted. With the survey itself being active and accessible for 5 weeks, there was a total of 46 individual responses obtained. When reflecting on this method of data collection, elaboration on some questions was limited and further interviews may have been beneficial to this study. 

Influence of Peer Pressure:

Peer groups have been found to influence adolescent socialisation as well as identity through the allowing of young peoples to explore individual interests and uncertainties while also retaining a sense of belonging and continuity within a group of peers(Santor, Messervey, Kusumakar, 2000). With this in mind, the first quantitative question included in the survey stated: “Do you believe that the opinion of your social circles (friends, boyfriend/girlfriend) can determine an individuals decision?”. With 97.8% of individuals (45 people) answering ‘Yes’ to this question, it is an unanimous result which confirms the existence of peer pressure amongst social circles. 

According to Educational Psychology in Practice Vol 9, 1994, there is evidentiary connections between peer acceptance and social or behavioural outcomes due to peer relationships being very significant to individuals. This significance could possibly resonate through how individuals appreciate their peers opinions considerably. When participants were questioned whether they hold their friends opinions in high regard 80.4% of the participants answered with ‘Yes’. This particular data result can be further supported by this study which identifies the connection between peers and acceptance.  

A participant stated when subsequently asked to give reasoning behind their personal choice in whether they hold their friends in high regard; “I think it comes down to the fact that we’ve known them our whole lives we want to be seen in their eyes as the ideal friend, the go-to the person that they can count on. When we make a bad decision and our friends react negatively it can overall give us a bad mentality and I find myself overlooking it again and again”. This statement further facilitates this peer connection to acceptance and overall influence. 

University Factor and Other Influential Aspects:

Despite my initial hypothesis and the proven existence of the influence of peer pressure, the data collected reflected that 50% of participants concluded that personal preference in university was the leading influential factor. The remaining data concluded that Location as an influence within 30.4% of participants, Parents and Caretakers at 10.9% and Social Circles coming in at least influential with 8.7%. This particular finding came as a surprise due to the aforementioned hypothesis and the contradictory nature of the end result. This particular collection of data is supported by the following journal article derived from the Journal of Youth and Adolescence,  where the study’s purpose was to measure peer pressure, popularity and conformity amongst adolescence. Peer groups  were found to influence adolescent socialisation as well as adolescent identity through allowing a young individual to explore individual interests and uncertainties while retaining a sense of belonging and continuity within a group of friends (Santor, Messervey, Kusumakar, 2000). The exploring of individual interests is a factor that may be present in the choosing a university based on influential nature of ones personal preference. 

When the participants were introduced to the survey question which regarded whether an individual considered where their friend is attending university in their decision making process, the data found the majority result was no (58.7%). With this data in mind, the data also found 41 out of 46 participants would likely be influenced by their friends. “I am influenced by my social circles but ultimately, what I want to do is what is most important to me”. With the choice in university ultimately being chosen with consideration of personal preference, the disproven hypothesis is quite obvious through the data collection and the aforementioned statement. 

Conclusion:

Peer pressure is the tendency of adolescents to adjust their attitudes and behaviour to those of their close friends and peers (Doehne, Grundherr, Schäfer, 2018). With the disproven nature of the aforementioned hypothesis, it may be beneficial to acknowledge the existence of peer pressure amongst adolescence. Peer pressure has and always will be a factor within an individuals life, although peer pressure in relation to where to attend university may not be existent within this cohort, it is more than obvious through the collected data that peer pressure/influence is still very much an active factor. With the acknowledgement of the existence of peer pressure beyond this study question, it may be beneficial to further question whether this peer pressure is a positive or negative influence amongst the cohort. 

Reflections:

When beginning to conduct this study, the time surrounding this time was characterised with panic, worry and mania due to the major outbreak of Coronavirus. It was difficult to connect and apply myself to this study from the very inception of this investigation. Despite all the chaos in the world and in my personal life, I managed to complete this research.

With the ability to now reflect on this research and the very curation of the question behind the research, I would definitely change the overall question being investigated. If I could do this project once again, I would change it to a topic to one which could be slightly impactful to the UOW community and student life. 

Peer pressure is a topic which has been discussed on many occasions. When deliberating and eventually concluding on this particular topic, I thought that since it was a widely discussed topic amongst youth and teenagers it would resonate with participates and be relatable. Although this subject matter is relatively relatable, there is no impact or even solution to this universal ‘problem’. 

I’m unsure whether this feeling was because of COVID-19 and government ordered quarantine, but I feel more than disconnected to this particular assignment and study as well as all feeling disconnected and neglectful of my university responsibilities as a whole. With this in mind, I am proud to have completed this semester and further, completed this particular research project. The lack of motivation that characterised this semester made it more than difficult to complete the tasks that needed to be completed. 

Aside from this rut that myself and I’m sure everyone in the world is feeling at this present moment, this study has allowed for the opportunity of insight to be granted. We grow up learning about this issue which is universal in nature, we grow up believing that peer pressure is unavoidable, we grow up with negative connotations surrounding peer pressure. These preconceived ideas (which I am assuming is common amongst all individuals) are not the reality of this ‘issue’. Through research I have seen that peer pressure is existent but its does not determine ones decision. If I had slightly modified the question, the research could have studied the prevalence and the ways in which resistance to peer pressure is acted out. Although I do wish I could change this project, I am proud to have completed it promptly and on time with barely any hiccups along the way. 

Bibliography:

• Brown, BB, Clasen, DR & Eicher, SA 1986, ‘Perceptions of peer pressure, peer conformity dispositions, and self-reported behavior among adolescents.’, Developmental Psychology, vol. 22, no. 4, pp. 521–530.
• Brown, BB, Lohr, MJ & McClenahan, EL 1986, ‘Early Adolescents’ Perceptions of Peer Pressure’, The Journal of Early Adolescence, vol. 6, no. 2, pp. 139–154.
• Connor, MJ 1994, ‘Peer Relations and Peer Pressure’, Educational Psychology in Practice, vol. 9, no. 4, pp. 207–215.
• Doehne, M, von Grundherr, M & Schäfer, M 2018, ‘Peer influence in bullying: The autonomy-enhancing effect of moral competence’, Aggressive Behavior, vol. 44, no. 6, pp. 591–600.
• Murugesan, SK 2019, Exploring the peer pressure among youth, IAHRW International Journal of Social Sciences, p. 1, viewed 5 June 2020, <https://eds-a-ebscohost-com.ezproxy.uow.edu.au/eds/pdfviewer/pdfviewer?vid=0&sid=508514a2-d5d9-4449-b653-e1f60c210fb8%40sdc-v-sessmgr02&gt;.
• Ngee Sim, T & Fen Koh, S 2003, ‘A Domain Conceptualization of Adolescent Susceptibility to Peer Pressure’, Journal of Research on Adolescence, vol. 13, no. 1, pp. 57–80.
• Santor, DA, Messervey, D & Kusumakar, V 2000, ‘Measuring Peer Pressure, Popularity, and Conformity in Adolescent Boys and Girls: Predicting School Performance, Sexual Attitudes, and Substance Abuse’, Journal of Youth and Adolescence, vol. 29, no. 2, pp. 163–182.
• Van Ryzin, MJ & Roseth, CJ 2018, ‘The power of peer influence to address student behavioral problems’, Phi Delta Kappan, vol. 99, no. 8, pp. 62–66.

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Monkey See, Monkey Do. A basic idiom that has been developed to simply explain behavioural tendencies that have occurred amongst us all from the time we were infants. The effect of peers on an individual is extensive and ever present. With our peers being such a compelling factor within individual cognition, isn’t it rightful to question whether the choice of where to attend university and what course to study is heavily influenced by our peers who are involved in our social circles? 

‘The Influence of Social Contagion Within Education: A Motivational Perspective’ will enable further conceptualisation surrounding this particular question. This particular study proposes that a connection or tie between individuals is the driving force for any convergence in behaviour, attitudes, or personality.  Social cognition is a sub-topic of social psychology which is interpreted as the involuntary “catching” of behaviours and attitudes across connected individuals (Levy & Nail, 1993). Specifically mentioned in this article that the social contagion effect is one that is observed over time and is overall ‘characterised by similarity that is driven by influence and transmitted through a friendship tie‘ (Ryan, 2001). With all of this in mind, I curated a survey with the intent to be released on the twitter platform in order to further analyse the question at hand. This initial survey concluded that 71% of the 24 people who participated chose to attend the University of Wollongong because of personal preference.

#bcm212 #mycuriority was your choice in university influenced by your SOCIAL CIRCLES, rather than your family and convenience? please comment if you chose 'other' and further elaborate

— trinity vasquez (@trinityavasquez) March 17, 2020

Subsequently, a follow up survey was released. With the results of the initial survey overall contradicting the assumption that choice is heavily influenced by social circles, I decided to redirect my approach and further specify my questions. Although not all participants believed that the social aspect of university was ‘very important’, 50% confirmed they thought about the social/friendship aspect at one point or another.

follow up question #bcm212 #mycuriosity how important was the social/friends aspect of uni during the process of making your decision to go to UOW ?

— trinity vasquez (@trinityavasquez) March 24, 2020

Being young adults/adolescents our friendships are one of the most relevant and prevalent relationships that we have in our lives. Our choices affect our experience and our choices may be motivated by the prospect of acceptance among our social circles. Peer pressure is a timeless concept that has lingered and been discussed in all stages of our lives. When recalling on the teachings I received throughout primary and high school education, peer pressure was heavily focused on in relation to specific topics ranging from drinking, drugs or even bullying. With consideration of the somewhat negative connotations primarily subjected to the concept of peer pressure in my youth, it became evident that this psychological notion could indeed manifest in all aspects of life, positive or negative. Peer group influences have become increasingly pronounced and studies have shown that adolescents were more likely to increase behaviour that receives peer group approval (Adeniyi, Kolawole, 2015), evidently through research this journal article more or less confirms the existence of influence peers possess upon an individual. Reinstated in this article is the potential of peer pressure being universally apprehended and participated in amongst the BCM cohort itself.

Peer pressure is often seen during the adolescence stage of a teenagers because they often seek comfort among their peers and intend to do what their peers does without knowing if it is good or bad for them. (Moldes, Biton, Gonzaga, Moneva, 2019). This academic source delves into the idea that peer pressure is a social phenomenon that can enable ones academic successes to deteriorate at the hand of ones peers. This topic is strictly psychological and cognitive it is important to further knowledge into this aspect of the subject matter. Thus, with allusion to this particular journal article and I will be give the opportunity to analyse this topic comprehensively and ethically when being used to either assist or oppose my personally acquired research.

I intend to expedite this research through specifically curated questionnaires which will include open ended questions as well as multiple choice questions which will allow for both quantitative and qualitative data to be procured. In order to further develop my research I plan to also conduct some personal interviews in order to thus achieving further qualitative results to reinforce my exploration into this topic. Allowing participants to express themselves through open ended questionnaires and interviews based on this distinct topic is fundamental due to subjective nature, meaning each individualistic experience of peer pressure will inevitably differ.

With reference to the facilitation of the research, it is evident the prompt and achievable nature of this investigation. Peer pressure as the topic of choice will grant the opportunity for relatability and applicability considering that all individuals have been subject to peer pressure or have been the contributor. As ever maturing young adolescents it is imperative that we are acknowledging of the contributors to our decision-making process.

Reference list

Adeniyi, M.A. and Kolawole, V.A. (2015). The Influence of Peer Pressure on Adolescents’ Social Behaviour. University of Mauritius Research Journal, [online] 21(Volume 21). Available at: https://www.ajol.info/index.php/umrj/article/view/122065 [Accessed 19 Mar. 2020].

Burgess, L.G., Riddell, P.M., Fancourt, A. and Murayama, K. (2018). The Influence of Social Contagion Within Education: A Motivational Perspective. Mind, Brain, and Education, 12(4), pp.164–174.

Levy, D.A. and Nail, P.R. (1993). APA PsycNet. [online] psycnet.apa.org. Available at: https://psycnet.apa.org/record/1994-01588-001 [Accessed 18 Mar. 2020].

Moldes, V.M., L. Biton, C.L., Gonzaga, D.J. and Moneva, J.C. (2019). Students, Peer Pressure and their Academic Performance in School. International Journal of Scientific and Research Publications (IJSRP), [online] 9(1), p.p8541. Available at: http://www.ijsrp.org/research-paper-0119/ijsrp-p8541.pdf [Accessed 21 Mar. 2020].

Ryan, A.M. (2001). The Peer Group as a Context for the Development of Young Adolescent Motivation and Achievement. Child Development, 72(4), pp.1135–1150.

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